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It describes adult education as a key entry point through WIOA Title II and AEFLA-funded programs that deliver employment and training services. 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Services that support economic integration are therefore critical for meeting workforce needs and enabling participation in local communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does WIOA Title II and AEFLA play in serving adult immigrants?",{"text":117,"@type":113},"WIOA Title II under the Adult Education and Family Literacy Act (AEFLA) is described as the primary provider offering language, literacy, and workforce skills. 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S. economy. In 2022, foreign-born individuals represented 18.1% of the U. S.  \ncivilian labor force, up from 17.4% in 2021.1 Immigrants are also expected to offset a decline in the working-age population by adding about 18 million workers over the next decade, underscoring the need to build pathways for immigrants to enter the workforce.2 , 3 Furthermore, immigrants can help meet the identified need for a multilingual and racially and ethnically diverse workforce.4 , 5  \nThe value of immigrants to the U. S. workforce and economy is clear, demonstrating why services that promote immigrants’ economic integration are so critical. Such services are often delivered through the workforce development system—the network of providers delivering the core programs authorized by the Workforce Innovation and Opportunity Act (WIOA), workforce development boards, American Job Centers,  \nThe Enhancing Access for Refugees and New Americans project aims to support adult educators in developing and delivering highquality IELCE/IET programming in alignment with an immigrant integration approach.  \nEnhancing Access Spotlights describe and provide examples of specific aspects of IELCE/IET implementation.  \nand other partner programs. WIOA Title II, the Adult Education and Family Literacy Act (AEFLA), is the primary service provider for immigrant adults who are in need of language, literacy, and workforce skills to support economic and civic integration.  \nThis system offers programs that provide employment and training services, including adult education and literacy programs. The workforce development system can strategically meet the needs of in-demand industries and job seekers by preparing workers with the skills needed to advance state, local, and regional economies.  \n1 “Foreign-Born Workers: Labor Force Characteristics – 2022”(News Release), Bureau of Labor and Statistics, May 18, 2023, [https://www.bls.gov/](https://www.bls.gov/)[ ](https://www.bls.gov/)[news. release/pdf/forbrn.pdf](news. release/pdf/forbrn.pdf.)[.](news. release/pdf/forbrn.pdf.)  \n2 Abby Budiman,“Key Findings about U. S. Immigrants,” Pew Research Center, August 20, 2020, [https://www.pewresearch.org/short](https://www.pewresearch.org/short)reads/2020/08/20/key-findings-about-u-s-immigrants/.  \n3 Jeffrey S. Passel and D’Vera Cohn,“Immigration Projected to Drive Growth in U. S. Working-Age Population Through at Least 2035,” Pew Research Center, March 8, 2017, [https://www.pewresearch.org/short-reads/2017/03/08/immigration-projected-to-drive-growth-in-u-s-working](https://www.pewresearch.org/short-reads/2017/03/08/immigration-projected-to-drive-growth-in-u-s-working)age-population-through-at-least-2035/.  \n4 U. S. Department of Education,“Raise the Bar Policy Brief: Eliminating Educator Shortages through Increasing Educator Diversity and Addressing High-need Shortage Areas,” November, 2023, [https://www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing](https://www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing)Educator-Diversity.  \n5 Jeanne Batalova,“Immigrant Health-Care Workers in the United States,” Migration Policy Institute, April 7, 2023, [https://www.migrationpolicy](https://www.migrationpolicy). org/article/immigrant-health-care-workers-united-states.  \nThis product was developed by RTI International under Contract GS00F354CA/91990021F0348 with funding from the U.S. Department of Education. The opinions expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred. This document contains examples that ar","cbCaihwTQNkkXfn6","https://ap.wps.com/l/cbCaihwTQNkkXfn6","pdf",712812,12,"English","# Adult Education and the Workforce Development System\n## Workforce development system and WIOA Title II\n## AEFLA-funded adult education services for immigrants\n## Enhancing Access for Refugees and New Americans project\n## IELCE/IET implementation and goals","[{\"question\":\"Why are immigrant integration services important for the U.S. workforce?\",\"answer\":\"Immigrants are essential contributors to the labor market and help offset declines in the working-age population. Services that support economic integration are therefore critical for meeting workforce needs and enabling participation in local communities.\"},{\"question\":\"What role does WIOA Title II and AEFLA play in serving adult immigrants?\",\"answer\":\"WIOA Title II under the Adult Education and Family Literacy Act (AEFLA) is described as the primary provider offering language, literacy, and workforce skills. These services help support economic and civic integration.\"},{\"question\":\"What kinds of services do AEFLA-funded adult education programs provide?\",\"answer\":\"The document lists English language acquisition, workplace literacy in partnership with employers, navigation/advising for U.S. systems, support for internationally trained professionals to build English and use foreign credentials, and career pathways including IELCE and IET activities.\"}]","Adult Education and the Workforce Development System - Partnering to Improve Services | PDF",1792060538]